The Training and Validation of Behavior Observation and Description Skills

Abstract

Teaching critical treatment-related skills to behavior change agents is an important task. One such treatment-related skill would seem to be the ability to observe and specifically describe ongoing appropriate and inappropriate behaviors. In this study, the effectiveness of a training "package" in teaching behavior specificity was demonstrated in two experiments. The package involved written instructions, practice in describing videotaped interactions, skill rehearsals, and detailed positive and corrective feedback. Multiple baseline designs were employed to experimentally,evaluate the effects of training on objective measures designed to reflect the degree of behavioral specificity of trainee descriptions. These objective measures were subsequently found to correlate highly with subjective ratings of the descriptions by child care workers and professional training and research personnel, thus providing evidence of the validity of the objective measures. The research suggests that important behavioral treatment skills can be identified, measured, trained, and validated.

Training Family Therapists: An Experimental Analysis

“…spondents to surveys have noted, in particular, the need for more supervised clinical experience in which the trainee has first-hand contact with clients and is actively engaged in the therapeutic process (e.g., Dancer, Braukmann, Schumaker, Kirigin, Willner, & Wolf, 1978;L'Abate, Berger, Wright, & O'Shea, 1979;Marholin, Taylor, & Warren, 1978;Wisocki & Sedney, 1978). In addition, clinical practitioners have recommended a greater emphasis on clinical techniques and a better balance between theory and practice (Ford, 1979).…”

“…Training methods have included: feedback about the trainee's performance (e.g., Bouchard et al, 1980;Carlson, 1974;Fyffe & Oei, 1979;Payne, Winter, & Ball, 1972;Rickert & Turner, 1978); videotapes (e.g., Eisenberg & Delaney, 1970;Powell, 1975;Taber, 1976); instructions (e.g., Eskedal, 1975;Perry, 1975); behavior rehearsal (e.g., Bailey, Deardorff, & Nay, 1977;Gladstone & Sherman, 1975;Levine & Tilker, 1974); modeling (e.g., Eskedal, 1975;Frankel, 1971; Goldberg, 1971;Hart, 1973;Saltmarsh, 1973); and audiotapes (e.g., Danish & Hauer, 1973;Sigal & Levin, 1976;Silverman & Quinn, 1974). A number of other studies has shown the superiority of multicomponent training packages which have combined several training methods such as modeling, instructions, rehearsal, videotapes, and feedback in producing reliable improvements in trainee skills (Bailey et al, 1977;Bouchard et al, 1980;Dancer et al, 1978;Eisenberg & Delaney, 1970;Fabry & Reid, 1978). Because no specific technique has been found to be the most, or only, effective technique, the use of multiple-training techniques would appear to ensure maximally effective training.…”

Training psychiatrists and family doctors in evaluating interpersonal skills

“…At best, it allowed the elimination of the latter. Several other studies, however, have reported that specific training prior to the assessment improves interrater agreement (Barbee et al 1967; Dancer et al 1978; Bird & Lindley 1979).…”

The Ecology of Sustainable Implementation

“…Purveyors anticipated a need for close monitoring of training outcomes and possible quality decay among practitioners during subsequent years in established practices. Based on empirical studies of prerequisites for learning new behaviors (e.g., Dancer et al, 1978 ; Maloney, Fixsen, & Phillips, 1981 ), the purveyors chose these principles for training practitioners: Following an initial two-day introductory course, practitioners were offered “in-practice” training with manuals. This training started with observing and assisting supervisors conducting the actual intervention with clients.…”